Concordia University Chicago College of Education

Teacher Candidate: Jennifer Camacho Subject: Language Arts Central Focus: Consonant Blends Grade Level(s): Kindergarten

Lesson Plan Design 2014 adapted for EDUC1070

Date: 4/21/2014 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Ms. Camacho Time allotted: 20 minutes

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. 1. 2. 3. 4. The students will combine a total of eight flashcards, matching a different consonant blend on each card to the correct ending of the word. The students will locate the two sets of rhyming words and group them together. The students will write one original rhyming word to any flashcard words of their choice. The students will display the word they created for the class on the smartboard.

1. CCSS.ELA-Literacy.RF.K.2.c Blend and segment onsets and rimes of singlesyllable spoken words. 2. CCSS.ELA-Literacy.RF.K.2.a Recognize and produce rhyming words.

Assessment The type of assessment that is first used in this lesson is informative because the students must combine the flashcards in order to combine the consonant blends with the correct ending of the word. The teacher is able to walk around the classroom to see if the students are making the correct combinations. Later, the lesson is a formal assessment when the student must create their own original word that rhymes with a flashcard word of their choice. Diagnostic (Pre-): (Formal or Informal) Formative because I will observe the students, checking for the students understanding of combing consonant blends and other letters to make words. Formative: (Formal or Informal) Informal because the students are experimenting which flash cards will work together. Reflective: (Formal or Informal) Formal because I will check if the students created the correct words. Summative: (Formal or Informal) Formative because I will watch the students, checking to make sure that they have matched the flashcards up correctly. I will also check all the words that they wrote to rhyme the flash card words.

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language.

Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports.

Describe the Evidence that Students know and use

Academic Language appropriately:

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Consonants Blends Rhyme Syllable

Lesson Plan Design 2014 adapted for EDUC1070

The Academic Language is scaffolded in the Lesson using Sensory and Graphic supports because the students must use their hands to combine the flashcard pieces which have different consonant blends together to create one syllable words.

The evidence that students know and use the Academic language appropriately would be that the students will understand the instructions that the teacher gives them. They will understand what a consonant blend is. The will also know how to rhyme words with the words they created with the flashcards.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) Ask: What are consonant blends? Ask students to combine the flashcards with consonant blends and cards that have the ending of the word together to create words. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): Today you will combine a total of eight flashcards together to make four words. Each word will have one consonant blend and letters that complete the word. You will locate the groups of rhyming words and match them together. Finally, you will write one original word that rhymes to any of the words that you created. You will display to the class the rhyming word you created, on the smart board. C. Instructional Sequence: (include technology this is a technology class) 1. I will ask students if they know what a consonant blend is. 2. I will give three examples of consonant blends. 3. I will give each students eight flash cards. 4. The students will be instructed to match the correct cards together to make words. 5. I will walk around the room to check if they need help. 6. I will ask the students to tape the cards together to form the words. 7. The students will then look at the four words they have created. 8. The students will match the four words to their appropriate word that rhymes. 9. The students will then write their own rhyming word to any word they created. 10. The students will display their rhyming word they created to the class, on the smart board.

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) I will walk around the classroom, ask students if they need help, and I will encourage the students to become creative. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) I will give the student an opportunity to work with a partner, doing the same activity but with a new set of flashcards. When making groups, I will match together a student who is very confident in what he or she is doing, with a student who may need more help.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

F. Closure: Explain how the purpose of the Lesson is clearly restated by students (Objectives and Assessment include your summative assessment here) I will watch the students, checking to make sure that they have matched the flashcards up correctly. I will also check all the words that they wrote to rhyme the flash card words. I will check that they created their own original rhyming word.

Lesson Plan Details Instructional Materials: Flash cards with consonant blends, flash cards with ending of words, working space, paper, pencil, tape, smart board Use of Technology: Smart board Safety in the Physical Environment: The students should treat others with respect. They should ask the teacher for help, when needed.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.